Intermediate English B
This list is representative of the materials provided or used in this course. Keep in mind that the actual materials used may vary, depending on the school in which you are enrolled, and whether you are taking the course as Independent Study.
For a complete list of the materials to be used in this course by your enrolled student, please visit MyInfo. All lists are subject to change at any time.
Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K12 Scope & Sequence documents for each course include:
This course continues the development of written and oral communication skills, designed to give students the essential building blocks for expressing their own ideas in standard (formal) English. Students continue to practice writing essays in various genres. They analyze the conventional five-paragraph essay structure, and then move on to learn the form and structure of a variety of essays they will encounter in their academic careers. The Grammar, Usage, and Mechanics program addresses many grammatical topics. Intermediate English B sharpens reading comprehension skills, engages students in literary analysis, and offers a variety of literature to suit diverse tastes. This course addresses current thinking in assessment standards.back to top
INTERMEDIATE LITERATURE B
Intermediate Literature B sharpens reading comprehension skills, engages readers in literary analysis, and offers a variety of literature to suit diverse tastes. Through a varied selection of classic stories, plays, and poems, many of which highlight exemplary virtues, students develop skills of close reading and literary analysis while considering important human issues and challenging ideas. They come to appreciate the writer's craft as they consider the feelings, thoughts, and ideas of characters, and make connections between literature and life. Students also read for information in nonfiction texts, think critically about ideas, analyze the writer’s craft, and consider how the presentation of text across various media affects the readers’ or viewers’ experience and perception of information
Partial List of Skills Taught:
Literary Analysis and Critical Reading
- Identify defining characteristics of a variety of literary forms and genres.
- Analyze the relationship between events, individuals, and ideas in a text.
- Cite textual evidence in support of inferences about literary and informational texts.
- Analyze the craft and structure of literary and informational texts.
- Understand elements of plot development and convey their relationship to one another and how a story unfolds.
- Understand elements of character development and their effect on plot and theme.
- Infer character traits and motivations from textual evidence.
- Recognize effect of setting and culture on a literary work
- Compare and contrast elements of text from different time periods and across a variety of media.
- Identify and interpret specific literary techniques and their effect on craft, structure, and meaning.
- Understand and interpret the development and effect of point of view in a literary work.
- Understand the use of language to convey mood.
- Interpret imagery and symbolism.
- Recognize and analyze use of irony.
- Recognize and explain poetic devices and their effect.
- Differentiate between literal and figurative language and analyze the effect of language on a selection.
- Identify and discuss theme of a literary selection, drawing on textual evidence.
- Compare and contrast the representation of text across a variety of forms and media.
- Determine the central claim of an informational text, citing evidence and evaluating.
- Recognize author’s purpose and rhetorical devices and evidence used to accomplish it.
- Analyze appropriateness of text for a purpose.
- Articulate and evaluate evidence in support of an author’s claims.
- Compare and contrast presentation of facts and events across texts.
- Identify the meanings of unknown words using context .
- Use effective public speaking techniques, including the integration of media in the presentation of ideas.
- Contribute effectively and meaningfully to group discussions, carefully evaluating the claims of others and building upon their ideas.
Partial List of Readings:
- The Heart’s Deep Core
- “Chura and Marwe,” a West African folktale retold by Humphrey Harman
- "The Tiger's Whisker," a Korean folktale retold by Harold Courlander
- "Stopping by Woods on a Snowy Evening," by Robert Frost
- "The Story of Scarface," a Blackfoot Indian legend
- "Sympathy," by Paul Lawrence Dunbar
- "The Happy Prince," by Oscar Wilde
- "Psalm of Life" by Henry Wadsworth Longfellow
Bible Characters and Stories
- "Belshazzar's Feast"
- "How Queen Esther Saved Her People"
- "The Story of Jonah"
- "Casabianca," by Felicia Hemans
- "The Inchcape Rock," by Robert Southey
- "The Listeners," by Walter de la Mare
- "Casey at the Bat," by Ernest Lawrence Thayer
- "The Cremation of Sam McGee," by Robert Service
- "The Highwayman," by Alfred Noyes
Required Novel (choice of one)
- Treasure Island, by Robert Louis Stevenson
- The Hobbit, by J.R.R. Tolkien
Stories of Scientists
- "Michael Faraday's World," by Nancy Veglahn
- "Marie Curie and the Discovery of Radioactivity," by Mara Rockliff
- "Nikola Tesla, Inventor," by Shawn Lake
- "Healing a Wounded Heart: Daniel Hale Williams," by William Orem
- "Enrico Fermi: The 'Italian Navigator,'" by Dorothy Haas
- "Charles," by Shirley Jackson
- "The Gift of the Magi," by O. Henry
- "The Necklace," by Guy de Maupassant
- "The Necklace," retold as a play
Favorites from Famous Books: A Christmas Carol
- A Christmas Carol, by Charles Dickens (abridged)
- "The Boy of the London Streets," by R.S. Holland
Life Stories (Autobiographical Writings)
- Selection from Homesick, by Jean Fritz
- Selection from When I Was Puerto Rican, by Esmerelda Santiago
- "The Night the Bed Fell," by James Thurber
- "President Cleveland, Where Are You?," by Robert Cormier
- "Raymond's Run," by Toni Cade Bambara
- "I Have Ten Legs," by Anna Swir
- "Boy Flying," by Leslie Norris
- "The Bat-Poet," by Randall Jarrell
- "The White Umbrella," by Gish Jen
- "The Courage That My Mother Had," by Edna St. Vincent Millay
- "My Father Is a Simple Man," by Luis Omar Salinas
The Language of Poetry
- "Nothing Gold Can Stay," by Robert Frost
- "A Poison Tree," by William Blake
- "Beauty," by E Yeh Shure
- "Barter," by Sara Teasdale
- "All the World's a Stage" (from As You Like It), by William Shakespeare
- "There Is No Frigate Like a Book" by Emily Dickinson
- "The Wind Began to Rock the Grass," by Emily Dickinson
- "I'll Tell You How the Sun Rose," by Emily Dickinson
- "Harlem" by Langston Hughes
- "Hold Fast Your Dreams," by Louise Driscoll
- "Life (is a leaf of paper white)," by James Russell Lowell
Advice and Instruction
- "The Fish I Didn't Catch," by John Greenleaf Whittier
- "Work," by John Ruskin
- "Honest Work"
- "For Want of a Horseshoe Nail"
- "Argument," by Joseph Addison
- "If," by Rudyard Kipling
- "Can't," by Edgar Guest
- "Letter to His Son," by Robert E. Lee
- "Mother to Son," by Langston Hughes
- "Perseverance," by Johann Wolfgang von Goethe
- "Rebecca," by Hilaire Belloc
- "The Story of Augustus," by Heinrich Hoffmann
- "Sarah Cynthia Sylvia Stout," by Shel Silverstein
Stories from Homer’s Epics
- Selections from the Iliad
- Selections from the Odyssey
- City: A Story of Roman Planning and Construction, by David Macaulay
- Julius Caesar (Shakespeare for Young People adaptation)
This program allows students to read novels of their choice from a selection of award-winning works by renowned authors, from a variety of genres: fantasy, science fiction, historical fiction, realistic fiction, and mystery. These novels are not supplied.
These novels are listed in order of increasing difficulty as measured by the Lexile scale, a system that measures reading difficulty by sentence length and vocabulary (see www.lexile.com). Lexile ratings roughly correspond to grade levels as indicated below.
|Approximate Grade Level||Lexile Range|
Lexile levels are only one means of assessing whether a work is appropriate for your student. When selecting a novel, keep in mind that the Lexile rating does not measure subject matter or themes in the work.
|Title and Author||Lexile Level|
From the Mixed-up Files of Mrs. Basil E. Frankweiler, by E.L. Konigsburg
A Wrinkle in Time, by Madeleine L'Engle
The Martian Chronicles, by Ray Bradbury
The Outsiders, by S.E. Hinton
The Bronze Bow, by Elizabeth George Speare
Walk Two Moons, by Sharon Creech
War Comes to Willie Freeman, by Christopher and Lincoln Collier
The Sign of the Beaver, by Elizabeth George Speare
The Book of Three, by Lloyd Alexander
Tuck Everlasting, by Natalie Babbitt
My Side of the Mountain, by Jean Craighead George
Johnny Tremain, by Esther Forbes
The Fellowship of the Ring, by J.R.R. Tolkein
The Cay, by Theodore Taylor
Dragonwings, by Laurence Yep
Jacob Have I Loved, by Katherine Paterson
Old Yeller, by Fred Gipson
Roll of Thunder, Hear My Cry, by Mildred D. Taylor
The Dark Is Rising, by Susan Cooper
The Lion, the Witch and the Wardrobe, by C.S. Lewis
Bud, Not Buddy, by Christopher Paul Curtis
White Fang,by Jack London
Anne of Green Gables, by Lucy Maud Montgomery
The Door in the Wall, by Marguerite de Angeli
Island of the Blue Dolphins, by Scott O'Dell
Ben and Me, by Robert Lawson
20,000 Leagues Under the Sea, by Jules Verne
Hound of the Baskervilles, by Arthur Conan Doyle
Across Five Aprils, by Irene Hunt
Catherine, Called Birdy, by Karen Cushman
War of the Worlds, by H.G. Wells
Swiss Family Robinson, by Johann Wyss
The Incredible Journey, by Sheila Burnford
INTERMEDIATE LANGUAGE SKILLS B
Intermediate Language Skills B offers a systematic approach to the development of written and oral communication skills, designed to give students the essential building blocks for expressing their own ideas in standard (or formal) English.
This course builds on the skills introduced in Intermediate Composition A. In this writing program, students continue to practice writing essays in various genres. They analyze the conventional five-paragraph essay structure, and then move on to learn the form and structure of a variety of narrative, informative, and persuasive essays they will encounter in their academic careers, including essays of definition, cause-and-effect essays, and research papers.
In writing each essay, students go through a process of planning, organizing, and revising, and they learn to examine their own writing with a critical eye, paying attention to ideas, organization, structure, style, and correctness. Throughout the course, students write in response to prompts as well as write short and longer research projects. In addition to writing, students will hone presentation skills and incorporate multimedia into their work. Students will use technology to draft, revise, and publish their compositions.
Introduction to the Essay
- Parts of an Essay
- Essay Decisions
- Essay Conventions
- Writing an Essay
- What Is an Autobiographical Incident?
- Prewriting: Planning to Write About an Autobiographical Incident
- Drafting: Writing About an Autobiographical Incident
- Revising, Proofreading, and Publishing
- What Is a Definition Essay?
- Prewriting: Planning a Definition Essay
- Drafting: Writing a Definition Essay
- Revising: Revising a Definition Essay
- Proofreading and Publishing
Letter to the Editor
- What Is a Letter to the Editor?
- Prewriting: Logical Thinking
- Prewriting: Choosing a Topic
- Prewriting: Gathering Information
- Prewriting: Planning the Letter
- Revising a Letter to the Editor
- Proofreading and Publishing a Letter to the Editor
- What Is a Research Report?
- Covering the Basics
- Prewriting: Finding Information
- Prewriting: Finding More Information
- Prewriting: Taking Notes
- Prewriting: Organizing the Information
- What Is Propaganda?
- Prewriting: Logical Fallacies and Emotional Appeals
- Prewriting: Planning an Article
- Drafting: Writing an Article
- Revising, Proofreading, and Publishing
- What Is a Cause-and-Effect Essay?
- Prewriting: Different Kinds of Cause-and-Effect Relationships
- Prewriting: Planning a Cause-and-Effect Essay
- Drafting: Writing a Cause-and-Effect Essay
- Revising and Proofreading
- Publishing: Planning a Presentation
- Publishing: Practicing a Presentation
- Publishing: Delivering a Presentation
- What Is a Fictional Narrative?
- Prewriting: Parts of a Story
- Prewriting: Character Development
- Prewriting: Planning a Fictional Narrative
- Proofreading and Publishing
GRAMMAR, USAGE, AND MECHANICS
The Grammar, Usage, and Mechanics program addresses many grammatical topics, with reinforcement activities in sentence analysis, sentence structure, and proper punctuation. Students analyze syntax and diagram sentences to understand how words, phrases, and clauses function in relation to each other. Frequent exercises and regular practice help students absorb the rules so they can confidently apply them in their own writing.
Parts of Speech Review
- Prepositional Phrases
- Preposition or Adverb?
- Conjunctions and Interjections
Kinds of Complements
- Direct Objects
- Indirect Objects
- Predicate Nominatives
- Predicate Adjectives
- Sentence Diagramming and Review
- Adjective Phrases
- Prepositional Phrases
- Misplaced Adjective Phrases
- Adverb Phrases
Verbals and Verbal Phrases
- Participle or Verb?
- Participial Phrases
- Misplaced Participial Phrases
- Infinitive Phrases
- Sentence Diagramming
- Independent and Subordinate Clauses
- Adverb Clauses
- Adjective Clauses
- Adverb and Adjective Clauses
- Simple and Compound Sentences
- Compound Sentence or Compound Verb
- Complex Sentences
- Sentence Diagramming and Review
Sentence Fragments and Run-Ons
- Other Sentence Errors
- Regular and Irregular Verbs
- Principal Parts of Verbs
- Six Problem Verbs
- Verb Tenses
- Uses of Tenses
- Conjugation of a Verb
- Tense Shifts
- Pronouns in the Nominative Case
- Pronouns in the Objective Case
- Pronouns in the Possessive Case
- Pronoun Problems and Pronoun Antecedents
- Pronoun Problem: Who or Whom?
- Pronouns and Their Antecedents
Subject and Verb Agreement
- Agreement of Subjects and Verbs
- Common Agreement Problems
- Agreement Problems with Pronouns
Using Adjectives and Adverbs
- Comparison of Adjectives and Adverbs
- Problems with Modifiers
- Rules of Capital Letters
- More Proper Nouns
- Other Uses of Capital Letters
End Marks and Commas
- End Marks and the Period
- Commas That Separate
- More Uses of the Comma
- More Commas That Enclose
Italics and Quotation Marks
- Uses of Italics and Quotation Marks
- Direct Quotations
- Other Uses of Quotation Marks
- Possessive Forms of Pronouns
- Other Uses of the Apostrophe
- Hyphens to Divide Words
- Other Uses of Hyphens
The Vocabulary from Classical Roots program builds knowledge of Greek and Latin words that form the roots of many English words, especially the polysyllabic terms that sometimes cause students to stumble. Throughout this program, students will define and use words with Greek and Latin roots, and use word origins and derivations to determine the meaning of new words, as they increase their own vocabularies and develop valuable test-taking skills.
- Latin roots per, fero, ferre, tuli latum; tendo, tendere, tetendi, tensum
- Latin roots sub, torqueo, torquere, torsi, tortum; verso, versare, versavi, versatum
- Latin roots ex, pono, ponere, posui, positum
- Latin roots extra, medius, sequor, sequi, secutum
- Latin roots cum, teneo, tenere, tenui, tentum
- Latin roots apo, apere, epi, aptum; jungo, jungere, junxi, junctum; stringo, stringere, strinxi, strictum
- Latin roots ab, cerno, cernere, crevi, cretum; frango, frangere, fregi, fractum
- Greek roots luein, lutos
- Latin roots super, caedo, caedere, cecidi, caesum; solvo, solvere, solvi, solutum
- Latin roots re, ostendo, ostendere, ostendi, ostensum; video, videre, vidi, visum
- Latin roots specto, spectare, spectavi, spectatum; vigilo, vigilare, vigilavi, vigilatum
The Other Senses
- Latin roots ad, oleo, olere, olui; sono, sonare, sonui, sonitum; voco, vocare, vocavi, vocatum
- Latin roots sentio, sentire, sensi, sensum; tango, tangere, tetigi, tactum
- Latin roots pro, jocus, suavis, festus
- Greek root zelos
- Latin roots doleo, dolere, dolui, dolitum, ira, volo, velle, volui
The Shape of Things
- Greek root kuklos
- Latin roots circum, orbis, orbita, figura
- Greek root iedos
- Latin roots fingo, fingere, finxi, fictum; rota, rotundus, cavea
You might choose to split the lessons into smaller segments. The online lesson tracking system will allow you to pick up wherever you left off in any given lesson.back to top
Number of Lessons and Scheduling
Total Lessons: 120back to top